Language and Literacy for Young Learners Seminar

Print Concepts

University of Utah

Spring 2017

Barbara Owen, Trina Robbins, Julie Jaussi, and Paula KashiwaedaIntervention Specialists

www.uurc.utah.edu

Professional development for educators

Research-based intervention

Developmentally appropriate

Quick Review . . .

Phoneme Awareness

Phoneme Segmentation

Phoneme Manipulation

Phoneme Blending

Phoneme awareness is the foundational base for more complex phonological skills:

Follow the order of skill development.

Begin with easiest tasks and build on

these skills as concepts are

mastered.

Focus on speech sounds and acquiring memory for sounds before focusing on

letters.

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A Quick Review of AK…..Some Letter Names are Easier to Learn

- uppercase names ⇨ lowercase- first letter in their name

Some Letter Sounds are Easier to Learn

- first sound in their name- the letter sound is in the letter name

Teach PA and AK Together- teach them ‘the story’

d-dog-/d/

Enhancing Alphabet Instruction

- teach these advantages in cycles

A Letter & Sound Evaluation

- allows you to plan and guide instruction

Own Name

ABC Order

Letter Name Sound

Relationship

LetterFrequency

Consonant Phoneme

Acquisition

Distinct Letter

Features Letter

Writing

EAK

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Research suggests…Only when a student can point to individual words accurately within a line of text will they be able to learn new words while reading. Incorporating concept of word instruction into daily literacy practice will not only strengthen students’ speech-to-print match, it will also develop students’ alphabet knowledge, phonemic awareness, and knowledge of words in print.

Concept of Word in Text: An Integral Literacy Skill

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Learning Objectives1. Demonstrate a dialogic

reading interaction using the CROWD and PEER strategies

2. Circle/Highlight 3-5 strategies or activities to promote Print Concepts

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What are Print Concepts?Print Concepts are the basic understandings of reading.(McKenna & Stahl, 2009)

Concepts of print can be viewed as basic knowledge about how print in general, and books work.(Holdgreve-Resendez, 2010a)

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Literature(RL)

Informational(RI)

Foundational(RF)

Writing(W)

SpeakingListening

(SL)

Language(L)

RF1Print

Concepts

RF2Phonological Awareness

RF3Phonics and Word

Recognition

RF4Fluency

Utah’s Early Childhood Core Standards for English Language Arts

uurc.org

RF1 Standard Demonstrate understanding of the organization and basic features of print

With guidance and support, recognize that print conveys meaning and know the difference between pictures and words on a page

With guidance and support, recognize print in everyday life, such as numbers, letters, one’s name, words, familiar logos and signs

RF1 Objectives

Preschool Kindergarten Readiness

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a) Recognize that print is read from top to bottom and left to right

b) Recognize the difference between pictures and words on a page or in the environment

c) Begins in kindergarten readiness sectiond) Recognize the difference between letters,

numbers, and other symbolse) Recognize print in everyday life (e.g.,

numbers, letters, one’s name, words, familiar logos, and environmental print

a) Recognize that print is read from top to bottom and left to right

b) Recognize that spoken words are represented in written language.

c) Understand that letters are grouped to form words

d) Recognize some alphabet letters.e) Recognize print in everyday life (e.g.,

numbers, letters, one’s name, words, familiar logos, and environmental print)

Preschool Kindergarten Readiness

RF1 Indicators

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What might happen if…A CHILD IS NOT TAUGHT PRINT CONCEPTS?

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Recognize that print is read from top to

bottom and left to right

Recognize that print is read from top to

bottom and left to right

RF1.a Indicators

Preschool Kindergarten Readiness

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Model and explain directionality

regularly as texts are read (top to

bottom and left to right)

Read favorite

books and talk about the words

on the page and

the pictures

Show where you begin reading on a page and model

directionality with finger or

pointer

Show how to use cover

illustrations to determine

whether or not book is right side

up

RF1.a Strategies and Activities

Dialogic Reading

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What is Dialogic Reading?The term “dialogic reading” means a dialog or conversation about a bookThe goal is to make children active participants in shared picture book reading rather than passive listeners to stories being read by adultsIt is an intervention to support emergent literacy and literacy acquisition among young children

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What does the research say?Picture book reading provides children with many of the skills that are necessary for school readiness; vocabulary, sound structure, the meaning of print, the structure of stories and language, sustained attention, the pleasure of reading

Grover J. (Russ) Whitehurst, Ph.D., Director, Institute of Education Sciences, U.S. Department of Education.

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What else does the research say?Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on tests of language development.

Grover J. (Russ) Whitehurst, Ph.D., Director, Institute of Education Sciences, U.S. Department of Education.

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After reading a book AT LEAST once…

ENGAGE IN DIALOGIC READING!

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CROWD Dialogic Reading Prompts

RRECALL Ask a recall question Promotes engagement

and recallWhere has Rocky hopped so far?

CCOMPLETION Pause, and ask the child

to fill in a blank Increases language and listening

He hopped past the…what’s this?

OOPEN-ENDED Focus on pictures and ask

an open-ended questionEncourages language What’s happening

in this picture?

W“WH” QUESTIONS

Point to an object in book and ask a “wh” question

Builds vocabulary What is this? (point to seals, polar bears, igloo, etc.)

DDISTANCE Remember when…

How did you feel when…How would you feel if…

Links personalexperiences/feelings to story

How would you feel if you were Rocky?

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PEER Interaction sequence between child and adult

P Use CROWD to PROMPT the child to say something about the bookE EVALUATE the child’s response

E EXPAND the child’s response by rephrasing and adding information to it

R Ask child to REPEAT the prompt to make sure the child has learned from the expansion

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Provide a Prompt C: He hopped past the…what’s this?

shop

Evaluate response

Provide an Expansion

Ask child to Repeat

Yes… It’s a shop.

It’s a sled shop.

Can you say “sled shop”?

sled shop

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Starring: Julie JaussiFIRST READ

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Starring: Julie JaussiDIAGLOGIC READ

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Your Turn…

1.Quickly select a book and read silently

2.Prepare 2-3 CROWD prompts and PEER responses by yourself

3.With a partner, take turns doing the following:1.1st read of book2. 2nd read of book using

Dialogic Reading Process

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Recognize the difference between pictures and words on a page or in the environment

Recognize that spoken words are represented in written language

RF1.b Indicators

Preschool Kindergarten Readiness

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Encourage pointing to words/letters in books, puzzles, toys, clothing,

or environment

Create class stories where children’s

spoken words become written words

RF1.b Strategies and Activities

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Begins in kindergarten readiness

Understand that letters are grouped to form words

RF1.c Indicators

Preschool Kindergarten Readiness

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Create classroom books that show print in everyday

life (e.g., pictures, classroom signs, environmental print, familiar

places

Provide books and print in

centers

Label and incorporate children’s

names throughout

the classroom

RF1.c: Strategies and Activities

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Recognize the difference between letters, numbers, and other symbols

Recognize some alphabet letters

RF1.d Indicators

Preschool Kindergarten Readiness

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Have alphabet posters, books, puzzles, and stamps

throughout the room/centers, exposing children to alphabet

in many different contexts.

Separate numbers and

letters in a lotto game

or with blocks or

tiles

Make and illustrate alphabet

books (e.g., children’s

name, animals,

food, toys, I-Spy)

Play games that

compare and

contrast children’s

names

RF1.d: Strategies and Activities

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Recognize print in everyday life (e.g., numbers, letters, one’s name, words, familiar logos,

and environmental print)

Recognize print in everyday life (e.g., numbers, letters, one’s name, words, familiar logos,

and environmental print)

RF1.e Indicators

Preschool Kindergarten Readiness

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Label objects in the

classroom

Demonstrate in domestic area how reading is

used in everyday routine such as

cooking and shopping (e.g., menus, recipes, shopping lists,

telephone book, maps)

Provide examples of logos and print children might recognize

from their environment to demonstrate how print is used

in everyday life

RF1.e: Strategies and Activities

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Let’s Reflect…Did you…1. Demonstrate a dialogic

reading interaction using the CROWD and PEER strategies

2. Circle/highlight 3-5 strategies or activities to promote Print Concepts

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IN THE END, THE GREAT VALUE OF RESEARCH ON PREREADERS MAY LIE IN THE CLUES IT GIVES US TOWARD DETERMINING WHAT THE LESS PREPARED PREREADER NEEDS MOST TO LEARN. FOR THESE CHILDREN, WE HAVE NOT A CLASSROOM MOMENT TO WASTE. (ADAMS, 1990)

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Language and Literacy for Young Learners Seminar��Print Concepts��Slide Number 2 Quick Review . . . A Quick Review of AK…..Research suggests…Learning ObjectivesWhat are Print Concepts?To-may-toes? To-mah-toes?Slide Number 9RF1 Standard �Demonstrate understanding of the organization and basic features of printSlide Number 11What might happen if…Slide Number 13RF1.a IndicatorsRF1.a Strategies and ActivitiesWhat is Dialogic Reading?What does the research say?What else does the research say?After reading a book �AT LEAST once…Slide Number 20Slide Number 21Slide Number 22Slide Number 23Slide Number 24Your Turn…RF1.b IndicatorsRF1.b Strategies and ActivitiesSlide Number 28RF1.c IndicatorsRF1.c: Strategies and ActivitiesRF1.d IndicatorsRF1.d: Strategies and ActivitiesRF1.e IndicatorsRF1.e: Strategies and ActivitiesSlide Number 35Let’s Reflect…��Slide Number 38